School Libraries

Burks, Freda. Faculty Use of School Library Media Centers in Selected High Schools in Greater Dallas-Fort Worth Texas.

School Library Media Quarterly 25 no. 3 (Spring, 1997): 143-149.

Abstract : This study asked students and faculty in three public high schools in Texas about their use of the school library. Faculty consisted of 186 teachers who completed questionnaires. More than 40% of teachers never used the school library for personal study or reading. Less than 15% of the teachers said that library conditions or regulations made use difficult. Almost 80% of teachers said that school librarians were eager to help them and that they asked librarians when they were unable to find books. The teachers most likely to take their classes to the library were English teachers, followed by social science teachers and science teachers. 33% of teachers never gave assignments that require use of library. Use by students was determined primarily by teacher assignments. Many teachers were unfamiliar with the library materials. Although most teachers had positive attitudes toward the school library, they did not often use it. There is a need to include some information about libraries in teacher education.
Subject Category : School Librarianship
Research Methods : Survey
Language : English
Keywords : User studies
Identifier: Dallas, Texas, U.S.A.; Fort Worth, Texas, U.S.A.

Dillon. Serving the Professional Information Needs of Rural Secondary-School Teachers in New South Wales, Australia.

School Library Media Quarterly 25 no. 3 (Spring, 1997): 171-176.

Abstract : Compared to city schools, rural schools present a range of unique challenges and working conditions for teachers: community relationships, professional tasks assigned, level of professional support, financial implications of service in remote schools. This study examined relationships among four components of the professional lives of 24 rural secondary-school teachers in the Riverina region of New South Wales, Australia: social and demographic characteristics, level of concern about their professional development, expressed need for certain categories of professional information, and use of educational journals.
There were 16 high schools and 11 central schools that fit the definition of rural school (60 km or more from urban center). Only teachers of core subjects were considered and questionnaires were distributed to 245 teachers; response rate was 91.8%. Of the total, 81% had four-year teaching qualifications; 19% had two-year or three-year certificates; and 10% had further qualifications, and 14% were studying for further qualifications. Most of the teachers were between 30-34 years of age with 7 years teaching experience, 4 in current school. Most frequently cited area of professional information need was "teaching subject" 92%; "curriculum planning" 79%. Less than 50% needed "school administration" or "educational theory". Two-thirds of the teachers specified "teaching method" and "assessment method". English teachers were more likely to need subject information than were science or math teachers. Those teachers with formal qualifications and greater experience were more likely to seek information about school administration and curriculum planning. Circulaltion of educational journals and articles ranked ranked high as information need. Teacher librarians could serve rural teachers better by assessing their information needs and offering relevant services. The Selective Dissemination of Information (SDI) to alert users to current information in their fields of interest through routing articles and reports forwarding electronic information, would be helpful especially to inexperienced teachers. The teacher librarian role might be broadened to that of an information services facilitator. This model suggests a rethinking of existing school structures and management practices. Rural teachers can overcome their professional isolation by access to computer networks. Teacher librarians in rural schools have a pivotal role to play in facilitating teachers' access to electronic resources.
Subject Category : School librarianship
Research Methods : Survey
Language : English
Keywords : Rural libraries
Identifier: New South Wales, Australia

Galler, Anne M. National School Library Policies: An International Survey.

Feliciter 43 no. 5 (May, 1997): 42-49.

Abstract : At a 1993 seminar under the sponsorship of UNESCO and IFLA, a resolution was passed urging member associations to encourage educational agencies to develop national school library policies. A survey was sent out to 100 national libraries asking them to forward the questionnaires to appropriate bodies in their countries. Responses have been received from 51 countries. 25 responses indicated that a policy existed; 26 had no policy statement. The Ministry of Education was responsible for 23 of the policies, others were the responsibility of a wide range of agencies. In the responses to a question about standards for school libraries, 10 respondents said they existed, while 14 replied that they did not. Only 20 respondents indicated there was an agency responsible for supervising the application of the school library policy. These agencies included Ministry of Education (and Culture) 9; Provincial, state or local boards 6; National library 1; library association 1; State Education Commission 2; School authority 1. The report includes quotations from several countries commenting on the importance of school libraries to the educational system.
Subject Category : School Librarianship
Language : English
Keywords : Policies
Identifier: National Library of Canada

Getz, Irith. Attitudes of Preservice and Inservice Teachers Toward Working with School Librarians.

School Libraries Worldwide 2 no. 1 (Jan., 1996): 59-70.

Abstract : Current research indicates that information skills should be taught in conjunction with related subject matter as part of a teaching unit. This can only be done if the teacher and the teacher-librarian work together in developing such units. The author reports on an American study to determine whether preservice and inservice teachers have different attitudes towards cooperative work with librarians and to identify factors related to these attitudes. Results showed no significant difference in attitude between pre- and in-service teachers. There is an inconsistency between the high positive attitude of teachers towards cooperative work (23 in the range of -10 to 34) and their low actual performance of cooperative work with librarians (only 28% reported involvement with such work). Factors which affected teacher attitude include the level of educational cooperation between other school staff, and, to a lesser degree, the level of teacher knowledge of librarianship as well as the teacher's direct experience with library media specialists while a high school student. Teacher experience and demographic characteristics were found to have no effect on attitude. Reasons for the inconsistency between attitude and behavior might include the number of elementary school teacher respondents who might not have had access to a library media specialist, and a possible reluctance among teachers to be seen denigrating the role of the librarian.
Subject Category : School Librarianship
Research Methods : Survey
Language : English
Keywords : School Library Media Specialist
Identifier: Department of Library Science, Beit Berl College, Israel

Hack, Lisa; Smey, Sue. A Survey of Internet Use by Teachers in Three Urban Connecticut Schools.

School Library Media Quarterly 25 no. 3 (Spring, 1997): 151-155.

Abstract : Research has shown that the Internet can be an effective teaching tool for students of all ages when its use is integrated into the curriculum. This study surveyed 100 teachers in Connecticut. Three-fourths of the teachers used a computer at home, more than half had Internet access at home. All schools in the survey had at least one Internet connection, but many teachers did not know where it was located. Fewer than 10% had connected to the Internet at school more than once during the previous week. High school teachers were more likely to have used the Internet than elementary school teachers. Math and science teachers more than humanities teachers. Female teachers were less likely to use it than male teachers. Only 11% of teachers indicated they were integrating the Internet into their teaching. Most Internet connections in schools were in busy places such as the computer lab or the school library. Teachers might use the Internet more often if they could do so with some privacy.
Subject Category : School librarianship
Research Methods : Survey
Language : English
Keywords : Use of Technology; Internet
Identifier: Connecticut, U.S.A.

Hayden, Ruth. A Book in the Hand is Worth Two on a Disk.

School Libraries Worldwide 2 no. 1 (Jan., 1996): 53-58.

Abstract : The author questions how technology affects the reading culture of elementary-school children, and asks whether incorporation of technology into primary schools serves the interests of children or the business sector. Although current classroom reading programs have progressed from the rote teaching of the past, we cannot assume that school libraries are less vital in terms of reading development. Classroom and personal libraries cannot meet the range of children's individual reading tastes and interests as school libraries can. School libraries also offer children the opportunity to develop library use skills which they can transfer to their public library. However, technology is beginning to dominate some school libraries at the expense of print material. While administrators and parents may see a full book collection and conclude that the school library needs not more books but technology, the librarian knows that the print collection must be constantly weeded and developed or it will become obsolete. Interactive story and nonfiction books on CD-ROM require expensive hardware which soon becomes out of date. While the computer industry promotes the idea of a computer on every child's desk to prepare children for the employment market of the future, it is probable that this industry is courting future customers and sees schools as a convenient storehouse. Businesses often donate old computer equipment to school libraries as a tax deduction, but this equipment may turn out to be unsuited to student use. Librarians should look critically at technology and accept money and other donations from the business community only for texts and electronic materials they believe would benefit their students. Technology should not be allowed to subsume the school library's role in promoting a culture of reading.
Subject Category : School Librarianship
Language : English
Keywords : Collection Management; School Libraries
Identifier: Department of Elementary Education, University of Alberta, Canada

Latrobe, Kathy; Havener, W. Michael. A Targeted Audience's View of Continuing Education: School Library Media Specialists as Continuing Education Consumers.

Journal of Education for Library and Information Science 38 no. 1 (Winter, 1997): 2-13.

Abstract : Providers of continuing education (CE), including schools of library and information science, need to understand the behavior and attitudes of their targeted audiences as well as the incentives and constraints perceived by those audiences. This article reports on a survey of a random sample of the members of the Oklahoma Association of School Library Media Specialists. 120 questionnaires were mailed and 79 usable responses were returned. The study found that the typical respondent participates in a number of formal and informal continuing education activities, belongs to an average of 3 professional associations, reads 3 professional journals, and regularly meets with other media specialists in her district. The State Department of Education conferences were attended by 98.7% of the respondents and were considered the most important form of CE. Professional reading ranked second, then district level meetings and workshops, state conferences, and the lowest ranked were national library association conferences. School Library Journal was read by 68.4% of respondents; School Library Media Quarterly by 38.0%; and American Libraries by 29.1%. The constraints upon participating in more CE activites were lack of time (42.7%); distance (41.3%); cost (34.7%); home responsibilities (33.3%) and inconvenient schedule (25.3%). The authors suggest that masters students in library programs ought to be encouraged to view CE as an ongoing commitment.
Subject Category : School Librarianship
Research Methods : Survey
Language : English
Keywords : Education of Children's Librarians
Identifier: Oklahoma, U.S.

Olson, Renee. Principals Give Short Shrift to Librarians' Curricular Role.

School Library Journal 42 no. 1 (Jan., 1996): 12-13.

Abstract : A recently published survey of 77 American school principals reveals a gulf between how principals view school librarians and how librarians see themselves. Common ground includes perceptions of the importance of a school library program (the average principal response was 4.6 on a scale of 1 to 5, with 5 meaning "essential"), and perceptions of budgets (both principals and librarians see these as inadequate). Principals see book and magazine budgets as adequate but video, filmstrip, recording and software budgets as less adequate. Principals rank the importance of the tasks of the library media specialist in this order: materials selection, reference, library planning, materials processing, circulation, library instruction, conferences with teachers, curriculum planning, and study hall duty. The authors of the survey suggest that the last three items received lowest importance ratings because they fall outside the traditional range of library duties. The conclusion is that principals are not highly motivated to adopt national standards like Information Power from a group such as AASL to which they are not directly affiliated. A complete report of all aspects of this survey is published in the October 1995 issue of Bulletin: National Association of Secondary School Principals.
Subject Category : School Librarianship
Research Methods : Survey
Language : English
Keywords : School Library Media Specialist

Sweeney, Lorine. Collegial Experiences: Teachers and Teacher-Librarians Working Together.

Teacher-Librarian Today 2 no. 1 (1996): 23-27.

Abstract : The author reports on a survey of eight teachers of varying grade levels and subject areas who have worked cooperatively with teacher-librarians on program planning and teaching. Teachers were asked about their perceptions of cooperative program planning and teaching with teacher-librarians. Teachers found interacting with another colleague inspired creativity. Perceived benefits to students include a sense of community from working in the library setting, the chance to interact with two adults in a learning environment, and the chance to develop information skills. Perceived benefits to teachers in terms of increased collegiality include improved personal relationships, gaining from each other's strengths and better, more controlled planning. Teachers reported more work-related staff-room discussions and an increased sense of energy and well-being. Teachers saw teacher-librarians as partners in unit planning but not necessarily in teaching. They felt that the students still "belonged" to them and that the teacher-librarian was there to help facilitate the classroom teacher's goals. Although there was a perception that the teacher-librarian is more of a teacher now than in the past, the teacher-librarian's classroom management skills are not fully appreciated by classroom teachers. A common concern was finding time to prepare units, particularly when the teacher-librarian was not full-time and not available during the teacher's preparation time. Teachers felt that teacher-librarians are not assertive enough in promoting their programs and services to the school community, and don't often initiate unit planning but only work with teachers who approach them.
Subject Category : School Librarianship
Research Methods : Interviews
Language : English
Keywords : School Library Media Specialist
Identifier: University of Alberta, Canada

Xiaoyan, Jia Xiaobin; Du Yunxiang; Si Aiqin; Zhang, ed. China's Primary and Secondary School Libraries: Yesterday, Today, and Tomorrow.

62nd General Conference, sponsored by International Federation of Library Associations (IFLA), held August 25-31, at Beijing, China. http://www.ifla.org/IV/ifla62/62-xiaj.htm, 1996. 14 p.

Abstract : Starting with the founding of the People's Republic of China in 1949, school libraries were remolded and reconstructed by adding a large number of revolutionary books and getting rid of reactionary books, reorganizing libraries and establishing new ones. By 1954, school libraries entered a new period of construction. The Ministry of Education required that all schools provide reading rooms and guidance for reading. There was severe damage to the program between 1966-1976. Library training stopped and many library facilities were damaged. With the end of the "Great Cultural Revolution" in October 1976, the damage began to be repaired. 1980 through 1992 was a period of great development of school libraries in China. Both the number and size of school libraries greatly increased. A cooperative network among school libraries in an area was established. At the present time most of China's primary and secondary schools have established libraries or reading rooms. Cooperative networks of libraries have developed rapidly. The scope of inter-library cooperation includes cooperative purchasing; centralized cataloguing; interlending; information exchange; joint propagandal work exchange; cooperative research and reference services. Vocational training and continuing education courses have been developed for teachers who run the school libraries. The function of the library has been transformed from book collecting to book opening to teachers and students. There are still problems. Services vary greatly in different areas of the country. Service is still weak and the low efficiency of libraries has not produced the expected result of increasing book circulation and after-class reading of students. Shortage of funds is still a problem. Overall quality of professional staff is not high. The development of school libraries is limited because authorities have an insufficient understanding of the role of the library, too much emphasis on helping students get into higher education rather than broadening their interests and skills,society often sees no benefit in reading books because money can be made without education. Trends in school libraries include greater standardization and regularization, cooperation, modernization.
Subject Category : School Libraries
Research Methods : Historical
Language : English
Keywords : library history